摘要：Student evaluation of courses is common practice in academic psychology. This study tests whether overall study satisfaction at the beginning of the lecture predicts evaluation results of an obligatory lecture on research methods. Using structural equation modelling judgments from 131 undergraduates resulted in five interrelated scales. Judgments on teaching skills, teacher social competencies, and quality of course material were unrelated to overall satisfaction. Moreover, initial satisfaction was unrelated to the judgments whether the course has increased study motivation. Whether students reported the teacher had increased their interest in the topic, however, was strongly related to initial overall study satisfaction (γ = .46, p
关键词：undergraduate teaching; course evaluation; study satisfaction; bias
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